SEJARAH PENDIDIKAN ISLAM 2

Ukhti Diwi Abbas

1

Topik

Tokoh-Tokoh pada zaman kegemilangan Islam

Ibn TufaylIbn Khaldun

2

Ibn Tufayl

3

“If there is a Being Whose Perfection is infinite,….then to lose hold of such a Being …must mean infinite torture.

Likewise to preserve constant awareness of Him is to know joy

without lapse, unending bliss, rapture and delight”

Spanish Scholar Medieval era

Name Abu Bakr Muhammad Ibn Abd Al-Malik Ibn Muhammad Ibn Tufayl al-Qaysi

Birth 1106 in Guadix (Granada)

Death 1185/ 581 AH in Marrakesh

His work Physician, Qadi & Vizier to Caliph Abu Yaqub Yusuf

Main Interests

Philosophy, Poetry, Astronomy, Medicine

Notable Work

Hayy Ibn Yaqzan = (The Living one, Son of the Vigilant)

Ibn Tufayl’s Educational Philosophy

• What is education?• What is personal development?• How does human growth take

place?• How can a man attain fulfillment?

5

Hayy Ibn Yaqzan• A philosophical fiction• Translated into Hebrew (14th C.),

Latin (17th C.), English (1674) and most European languages.

• Daniel Defoe’s central idea in his ‘Robinson Crusoe’ was claimed to have been borrowed from Hayy Ibn Yaqzan

6

Hayy Ibn Yaqzan• A baby boy, Hayy, was born in a deserted

island (legend has it that he was thrown to the island by the sister of a king in order to keep her marriage to Yaqzan a secret)

• He was nourished and cared for by a deer• As a result of dissecting the deer, on its

death, he becomes to understand – through his powers of observation and reflection – that death results from the dissolution of the union of spirit and body

7

Hayy Ibn Yaqzan• He then compares the objects around

him, and discriminates between them, and classifies them into minerals, plants and animals.

• Each of them has a common factor = body

• Each class of objects has a specific form or soul

• But soul is imperceptible, so there must be an eternal and necessary Being that creates these souls

8

Hayy Ibn Yaqzan• Hayy met Asal (a contemplative and

meditative soul) from a neighbouring inhabited island who wanted to be in solitude

• Asal informs Hayy about Quranic conceptions of God, His Angels, prophets, etc.

• Hayy immediately accept Asal’s explanations as truths

• He followed Asal to his island in the hope of reforming the people there

9

Hayy Ibn Yaqzan• Hayy endeavours hard to enlighten the

masses through pure concepts• In the end, he finds these concepts to

prove to be too difficult for the masses to understand

• He realises the wisdom of the Prophet in giving them sensuous forms instead of full light

• He returns to his lonely island and is absorbed in contemplation

10

Hayy Ibn Yaqzan• Without the help of tradition and

revelation, man can attain knowledge of the natural world and reality and, through this to knowledge of God.

• Even if God has not revealed Himself through His prophets, He would have been discovered by scientists, mystics and philosophers through their studies of nature, the human self and the universe.

11

Ibn Khaldun

12

“Intelek masih belum boleh dianggap intelek sehinggalah

ianya dikongsi dan menyumbang kepada kebaikan masyarakat”

Ibn Khaldun

13

Arab Scholar Medieval era

Name Ibn Khaldun [Abū Zayd ‘Abdu r-Raḥman bin Muḥammad bin Khaldūn al-Ḥaḍramī]

Birth 27 May, 1332/1 Ramadan 732 AH in Tunis

Death 19 March, 1406/26 Ramadan 808 AH in Cairo

Scholarly Title

Wali-ad-din - “Guardian of the Religion”

School / Tradition

Ash'ari

Main Interests

Sociology, History, Historiography, Demography, Economics, Philosophy of History.

Notable Ideas

Asabiyah

Education & Early Years• Family social and political activist• received a classical Arabic education• studying the Qur'an and Arabic linguistics, the

basis for an understanding of the Qur'an, Hadith [1] and Fiqh [2]

• mathematics, logic and philosophy• lost both his parents to an epidemic of the

plague which hit Tunis, when he was 17 years old• In a typical Muslim family, follow family tradition

is common, that is where he strove for a political career

• And he life adventure begin, in which he spends time in prison, reaches the highest offices and falls again into exile.

15

His travels• He had lived (due to work and

studies) in Tunisia, Fez (Morocco), Granada (Spain) & Egypt

• He made acute observation of the societies he visited & he wrote Muqaddimah

• He worked on Muqaddimah & finished it in November 1377

16

Educational Influence• Khaldun’s analysis concludes that

science & education & teaching determine cultural prosperity & that “open minded thinking” about unknown principles and crossing disciplines is key; advocates comprehensive but staged education using simple humane (non-aggressive) methods combining balanced mix of theory & practice.

17

Educational Approach• Students should not be forced to

memorize• Subjects should not be taught in a broken

sequence• Two subjects should not be taught

together• Appropriate length of subjects taught• It is harmful to be very strict on a student• Traveling and conferencing with scholars

is useful for education• Education should be practical• Learning science requires skill

18

Pedagogi Ibn Khaldun

• Kanak-kanak didedahkan terlebih dahulu dengan ilmu Al-Quran.

• Mempelajari Al-Quran dari segi mengeja dan membaca hendaklah dijadikan asas

• Untuk menguasai sesuatu ilmu, asas bahasa mestilah kuat dan mantap

19

Pedagogi Ibn Khaldun• Menegah guru menggunakan

kekasaran lisan dan fizikal terhadap murid

• Kekasaran dan kekerasan boleh meninggalkan kesan buruk:Rosak jiwaSifat dendamAgresifHilang keyakinanPenakut

20

Pedagogi Ibn Khaldun• Pendidikan hendaklah dilaksanakan

dengan kasih sayang, kelembutan dan dengan mendekati mereka

• Guru hendaklah menjadi teladan utama dan contoh yang baik

• Untuk tekun belajar, hendaklah belajar jauh dari kampung halaman sendiri, mengembara untuk mencari ulama-ulama besar

21

Pedagogi Ibn Khaldun• Mempelajari satu ilmu melalui tiga

tahap:i) Tahap Pertama Tahap permulaan Ilmu diberi secara sederhana Belum terperinci

ii) Tahap Kedua Ulang kembali pelajaran tahap

pertama Huraian diperluaskan Perbezaan pendapat mulai disentuh

22

Pedagogi Ibn Khalduniii) Tahap Ketiga Tahap akhir Murid sudah lebih cerdas Pelajaran diulang dari awal hingga

akhir Masalah2 dan cabang2nya

dihuraikan

• Guru mengajar kanak2 dengan membawa contoh benda-benda maujud yang boleh dirasa

23

Kepentingan Mempelajari Akal Manusia

i) Persepsi (Al-Idrak) Persepsi menggunakan

pancaindera Persepsi menggunakan daya

fikir

ii) Akal manusia ada 3 peringkat: Discerning intellect Experimental intellect Speculative intellect

24

Meaning of Human Reality

• Discerning intellect: perceptions of things in outside world

• Experimental intellect: apperceptions of rules for behavior (in social context)

• Speculative intellect: beyond sense perception; road to perfection; meaning of human reality

25

Resources

26

1) Abdullah Al-Amin Al-Na’miy. [translated by Mohd Ramzi Omar]. (1994). Kaedah dan teknik Pengajaran Menurut Ibn Khaldun dan Al-Qabisi. Kuala Lumpur: Dewan Bahasa dan Pustaka.

2) Hasan Langgulung. (2003). Asas-Pendidikan Islam. Jakarta: Pustaka Al Husna Baru.

3) Gamal Abdul Nasir Zakaria. (2003). Prinsip-Prinsip Pendidikan Islam : Ibn Sahnun, al-Qabisi dan Ibn Khaldun. Pahang: PTS Publications & Distributor Sdn Bhd.

4) Ghazali Darusalam. (2001). Pedagogi Pendidikan Islam. Kuala Lumpur: Utusan Publications & Distributors.

5) Goodman, L.E. (1991). Ibn Tufayl’s Hayy Ibn Yaqzan. Los Angeles: Gee Tee Bee.

6) Ibn Khaldun. [translated by Rosenthal, F. (1986). The Muqaddimah: Introduction to History (3 Volumes). London: Routledge & Kegan Paul.

Takeaways?

27

1)

2)

3)

4)

5)